A few communication tips

Adjustments

Teach in small steps with

repetition.
Speak clearly using

uncomplicated language and

statements - plain English.
Check that the person has

understood what has been said

and be prepared to repeat what
you have said using different
words.

may need to be provided to enable

a person with a disability to gain equitable access to

education. Reasonable adjustments may include:
modifying or providing equipment
modifying assessment procedures
changing course delivery
modifying educational premises.

Adjustments must be determined in consultation with

the student concerned.

For further advice contact your

TAFE NSW Teacher Consultant

Intellectual
Disability
Awareness

Respect the persons right to

have a support person such as

a scribe or tutor.

Some advice and strategies

for teachers

Allow sufficient time for the

student to respond and to ask

questions.
Use a wider range of teaching

strategies such as illustrations,

pictorial systems, site visits or
breaking down the activity to
smaller, more achievable units
of learning.

Other sources of support

NSW Council for Intellectual Disability (CID)
Human Rights & Equal Opportunity Commission
www.hreoc.gov.au
Disability Discrimination Act 1992
Disability Standards for Education 2005

TAFE NSW
State Office: TAFE Disability Programs Unit Ph: 9244 5089 TTY: 9266 8189

TAFE NSW

What is an Intellectual
Disability?

Positive interactions in the learning environment

Approximately 3% of the Australian population

have some sort of intellectual disability and
may require support with daily living activities,
according to the NSW Council for Intellectual
Disability.
A person with an
identified as having:

intellectual

disability

difficulties with adaptive skills such as

following and understanding directions,
understanding abstract concepts

an IQ score of less than 70-75

the above characteristics prior to age 18.

In practical terms,
disability may mean:

is

having

an

intellectual

the need for support (either short term or

life-long) with some daily living tasks such
as financial management, meal planning,
accessing public transport or self care

some difficulties with learning new

information and understanding complex
instructions

some difficulties expressing and

understanding language.

For many people with an intellectual disability

no cause can be identified. However, the most
common causes of intellectual disability are
genetic, physical or environmental in nature.

A person with an intellectual

disability will have individual needs,
just like everyone else. It is
important to consult directly with
the individual, and possibly their
advocate, to determine the level of
assistance and modifications
needed.

Treat the person with respect as

you would others.

Talk directly with the person and

not to the person accompanying
them.

Attempt to use plain English.

The person may need help with

everyday functions such as
handling money, deciding which
bus to catch or where to catch it,
waiting their turn or standing in
queues and so on.

Exercise patience when teaching

a new skill and be prepared to
revise the task.

Discuss age-appropriate topics

such as sport, television,
theatre, music or news. Do not
use reference material written
for children.

These can include:

genetic factors such as Down's syndrome

physical factors such as prenatal (maternal

infection); perinatal which affects the child
during birth (lack of oxygen or injury); or
postnatal (head injury, infections, accidents,
encephalitis, meningitis, child abuse)

environmental factors such as inadequate

nutrition or health care.

For people with an intellectual

disability, the method of teaching
and learning may need to be
adjusted. For example, using
pictorial and visual learning systems
with practice can be more beneficial
than large chunks of text.
Exploring innovative ways of
teaching and learning is a positive
practice that benefits all people,
including people with an intellectual
disability.
People with an intellectual disability
make a positive contribution to the
community. Many people with an
intellectual
disability
live
independently or with support in the
community working in various levels
of employment and participating in
social activities and facilities.